Stepping Stones - Teacher's Handbook - level K

This handbook contains reduced pages of the student book for easy reference together with suggested lesson plans, additional stimulus for topics and assessment support.

Additional assessment options and a full structure map of the Stepping Stones series are available via our website: http://caribbean.pearson.com/stepping stones Which Stepping Stones products should I be using in my classroom?

Stepping Stones Student Book

Stepping Stones Reading Support

Barbados

Trinidad and Tobago

Jamaica

K

Red and Orange level readers

Reception

Kindergarten

Infant 1

Kindergarten

1

Yellow and Green level readers

Infant A

Grade 1

Infant 2

Grade 1

2

Blue and Purple level readers

Infant B

Grade 2

Standard 1

Grade 2

3

Anthology One

Class 1

Grade 3

Standard 2

Grade 3

4

Anthology Two

Class 2

Grade 4

Standard 3

Grade 4

5

Anthology Three

Class 3

Grade 5

Standard 4

Grade 5

6

Anthology Four

Class 4

Grade 6

Standard 5

Grade 6

OECS*

nd ha bo

K

ok

Stepping Stones is a complete literacy and language arts series designed specifically for Caribbean children. The course includes: • seven levels of student books and teacher handbooks that provide complete primary curriculum coverage.

• four anthologies to provide extra reading practice for the top four levels of the course.

• a six-levelled structured reading programme to support children learning to read.

• interactive digital support.

An integrated primary literacy and language arts course for the Caribbean

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TEACHER HANDBOOK K

Stepping Stones Teacher Handbook K

K

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acher te

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An integrated primary literacy and language arts course for the Caribbean

TEACHER HANDBOOK K

e l p m a S

* OECS includes the following territories: Anguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, Montserrat, St Kitts & Nevis, St Lucia, St Vincent & the Grenadines.

www.pearson.com/caribbean

Nick Coates

Scope and sequence

Term 1

Unit Topic

Reading and comprehension

Listening and speaking

Working with words

Grammar

LWriting

Unit Topic

Reading and comprehension

Listening and speaking

• Instructions (using imperatives, e.g. point to)

• Left-right hand movement • Straight lines • Trace patterns

16

To market

• Sight read • Read poem • Initial and final /d/ • Blend sounds to make CVC words

• Discuss market shopping • Turn-taking • Ask for clarification • Recite poem with rhythm • Rhyme and tongue twister

17

Playtime

• Predict topic from illustrations • Sight read • Short sentences • Initial /r/ • Blend sounds to make CVC words

18

Hands up

1

Abi and Cal • Handle books • ‘Read’ a picture • Sight read names • Identify and match objects • Left-right eye movement

• Exchange information (names) • Classroom objects • Sing a song

2

Good morning

• Sight read words and phrases • Left-right eye movement • Identify and discriminate between objects

• Use greetings • Sing a short song • Talk about a picture

• Classroom objects and people

3

About me

• Read a picture • Sight read • Identify and discriminate by size

• Recite poem • Rhyme • Perform action poem • Follow instructions

• Classroom activities • Instructions (using imperatives – clap your … touch your … etc.)

• Greetings (good • Straight lines morning, goodbye)

Pigeon peas • Numerals 1–10 • Match number and objects • Discriminate between objects

• Talk about food • Count 1–10 • Perform action rhyme • Alliteration

• Food

• Do you like ...? Yes, • Circles I do/No, I don’t.

5

Making friends

• Alphabet song • Sight read • Match names

• Listen to identify people • Sing a song

• Names

• Introductions – I am …/This is …

• Names • Looping lines • Draw/colour shapes

6

Listen

• Match individual items to group • Sight read • Initial /s/

• Name animals • Match animals and noises • Perform story • Sing a song

• Animals

• They are ...

• Plurals with ‘s’

• Form ‘Ss’

7

Little monkeys

• Sight read • Initial /b/ • Discriminate between objects and letters

• Various from poem • How many ... are • Count 1–10 • Recite poem (sing a song) with there? rhythm • There is.../There • Rhyme are ... + plural ‘s’

8

Is it different?

• Identify differences in pictures • Sight read • Initial /p/

• Sing two action songs • Ask and answer questions

9

Here is the Turtle

• Sight read • Initial /t/

• Listen and put pictures in order • Animals • Recite/perform action poem • Rhyme

LWriting

• Fruit and vegetables

• Question forms

• Form ‘Dd’ • Form three-letter word • Draw and describe a market

• Identify main points • Retell story • Continue a story

• Various from story

• Present continuous • Form ‘Rr’ • Form three-letter word tense (including • Draw and write about next negative) stage of story

• Read a poem • Sight read • Initial and medial short /i/ • Blend sounds to make CVC words

• Recite and perform action poem • Rhyme • Put pictures in sequence • Describe physical actions

• Verbs of action

• Present continuous • Form ‘Ii’ • Form short word tense (for describing action) • Draw and describe an action

• Match letters with initial sounds • Short sentences • Initial and final /l/

• Recite alliterative poem • Describe routine and regular meals

• Food • Adjectives (to describe food)

• Present simple tense (for daily routine)

20 Road Safety

• Sight read • Short sentences • Environmental print • Initial and medial short /u/ • Blend sounds to make CVC words

• Identify main points • Discuss road safety • Act out a story • Demonstrate road safety

• Forms of transport • Present simple tense (for daily routine)

• Form ‘Uu’ • Form short word • Guided sentences

21

Day and night

• Identify genre, title and author • Predict topic of poem • Sight read • Read poems aloud • Initial /f/ • Blend to make CVC words

• Recite poems • Rhyme • Express and compare opinions • Discuss stories, games and activities

• Antonyms

• Present simple tense (for habits)

• Form ‘Ff’ • Form short word • Draw and write caption

22

Where Shall • Predict topic from illustrations I Go? • Short sentences • Initial and final /g/ • Blend to make CVC words

• Identify main points • Identify characters • Interpret tone of voice • Retell and act out story

• Various from story

• Prepositions in, on, • Form ‘Gg’ • Form short words under, near • Draw and write alternative ending

23

Robot fun

• Identify text-type, title and author • Sight read • Read poem aloud • Initial /k/ • Blend to make CVC words

• Recite poem • Rhyme • Express opinions • Give and follow directions

• Various from poem • Imperatives for directions

Can Help 24 IYou

• Predict topic from illustrations • Identify character, setting and plot • Short sentences • Final /k/ • Sound out and blend

• Identify main points and put pictures in order • Retell story • Act out story • Talk about ability

• Various from story

• can/can’t (to describe ability)

25

• Recite poems • Identify text-type, title and • Compare poems author • Predict topic from illustrations • Develop a poem • Sight read • Blend to make CVC words • Alphabetical order (lower case)

• Verbs from poem

• Creole vs. Standard • Write poem (collaborative English writing) • Form ‘Vv’ and ‘Ww’ • Form short word • Initial letters of words

and 26 Ant bird

• Identify main points • Predict plot from illustrations • Identify characters, setting and • Retell story • Discuss missing text plot • Short sentences • Three-letter words • Alphabetical order (lower case)

• Synonyms

• A and an

27

• Identify characters and plot • Questions and answers • Decode CVC words • Alphabetical order (capitals)

• Household tasks

• Who will ...? I will/ • Draw a new scene and write won’t. Not me. speech bubbles • Form ‘Xx’, ‘Yy’ and ‘Zz’ • Three-letter words as labels

Looking back 2

19

• Form ‘Pp’

• Is/are • Here is the .../Here are the ...

• Plural ‘s’

• Form ‘Tt’

10

Simon Says

• Sight read • Initial and medial short /a/ • Blend sounds to make CVC words

• Follow instructions • Answer questions on an oral text • Role play story

• Classroom instructions

• Classroom commands (using imperatives)

• Form ‘Aa’ • Form three-letter word • Draw and describe (inventive spelling)

11

I like red

• Follow lines to solve a puzzle • Sight read • Initial and medial short /e/ • Blend sounds to make CVC words

• Answer questions on an oral text • Express preference (colours)

• Colours

• What colour is it?

It’s ...

• What colour do you like? I like ...

• Form ‘Ee’ • Form three-letter word • Complete a sentence

• Sight read • Short sentences • Initial /n/ • Blend sounds to make CVC words

• Sing a song • Describe what people are wearing

• Clothes and colours • Present continuous • Form ‘Nn’ tense (for actions • Form three-letter word and am/is/are • Draw and describe (inventive spelling) wearing)

• Short sentences • Sight read • Initial /m/ • Blend sounds to make CVC words

• Sing a song • Recite poems • Rhyme

Term 2

A big red hat

13

My body

14

The Old Cat • Predict content from illustrations • Sight read • Short sentences • Initial /h/ • Blend sounds to make CVC words

• Antonyms • Identify main points • Various from story • Identify characters • Retell story • Dramatise story • Develop alternative ending for a story

Look! Look! • Predict content from illustrations • Sight read • Short sentences • Initial a and medial short /o/ • Blend sounds to make CVC words

• Identify main points • Interpret tone of voice • Retell story • Compare stories • Describe position

15

iv

• Parts of body

• Various from story

• This is/these are

Term 3

Looking back 1

12

My breakfast

• Form ‘Bb’

• What’s this? What are they? It’s a …

They are …

Fishing

• Form ‘Mm’ • Form three-letter word • Label diagram

• Present continuous • Form ‘Hh’ • Form three-letter words tense (questions • Draw and write about ending of and answers) story

• Prepositions in, on, • Form ‘Oo’ • Form three-letter words under • Draw and describe pets

Working with words

Grammar

• Wavy lines

4

• Classroom objects and people

Scope and sequence

Little red hen

• Identify main points, and put pictures in order • Retell story • Act out story • Ask for help, and respond

• Draw and write alliterative phrases • Form ‘Ll’ • Form short word

• Form ‘Cc’ and ‘Kk’ • Illustrate and write new verse for poem

• Form ‘ck’ • Form short words • Illustrate and write sentence about a favourite story

• Complete the story (speech bubble and caption) • Form ‘Jj’ and ‘Qq’

Looking back 3

v

Scope and sequence

Term 1

Unit Topic

Reading and comprehension

Listening and speaking

Working with words

Grammar

LWriting

Unit Topic

Reading and comprehension

Listening and speaking

• Instructions (using imperatives, e.g. point to)

• Left-right hand movement • Straight lines • Trace patterns

16

To market

• Sight read • Read poem • Initial and final /d/ • Blend sounds to make CVC words

• Discuss market shopping • Turn-taking • Ask for clarification • Recite poem with rhythm • Rhyme and tongue twister

17

Playtime

• Predict topic from illustrations • Sight read • Short sentences • Initial /r/ • Blend sounds to make CVC words

18

Hands up

1

Abi and Cal • Handle books • ‘Read’ a picture • Sight read names • Identify and match objects • Left-right eye movement

• Exchange information (names) • Classroom objects • Sing a song

2

Good morning

• Sight read words and phrases • Left-right eye movement • Identify and discriminate between objects

• Use greetings • Sing a short song • Talk about a picture

• Classroom objects and people

3

About me

• Read a picture • Sight read • Identify and discriminate by size

• Recite poem • Rhyme • Perform action poem • Follow instructions

• Classroom activities • Instructions (using imperatives – clap your … touch your … etc.)

• Greetings (good • Straight lines morning, goodbye)

Pigeon peas • Numerals 1–10 • Match number and objects • Discriminate between objects

• Talk about food • Count 1–10 • Perform action rhyme • Alliteration

• Food

• Do you like ...? Yes, • Circles I do/No, I don’t.

5

Making friends

• Alphabet song • Sight read • Match names

• Listen to identify people • Sing a song

• Names

• Introductions – I am …/This is …

• Names • Looping lines • Draw/colour shapes

6

Listen

• Match individual items to group • Sight read • Initial /s/

• Name animals • Match animals and noises • Perform story • Sing a song

• Animals

• They are ...

• Plurals with ‘s’

• Form ‘Ss’

7

Little monkeys

• Sight read • Initial /b/ • Discriminate between objects and letters

• Various from poem • How many ... are • Count 1–10 • Recite poem (sing a song) with there? rhythm • There is.../There • Rhyme are ... + plural ‘s’

8

Is it different?

• Identify differences in pictures • Sight read • Initial /p/

• Sing two action songs • Ask and answer questions

9

Here is the Turtle

• Sight read • Initial /t/

• Listen and put pictures in order • Animals • Recite/perform action poem • Rhyme

LWriting

• Fruit and vegetables

• Question forms

• Form ‘Dd’ • Form three-letter word • Draw and describe a market

• Identify main points • Retell story • Continue a story

• Various from story

• Present continuous • Form ‘Rr’ • Form three-letter word tense (including • Draw and write about next negative) stage of story

• Read a poem • Sight read • Initial and medial short /i/ • Blend sounds to make CVC words

• Recite and perform action poem • Rhyme • Put pictures in sequence • Describe physical actions

• Verbs of action

• Present continuous • Form ‘Ii’ • Form short word tense (for describing action) • Draw and describe an action

• Match letters with initial sounds • Short sentences • Initial and final /l/

• Recite alliterative poem • Describe routine and regular meals

• Food • Adjectives (to describe food)

• Present simple tense (for daily routine)

20 Road Safety

• Sight read • Short sentences • Environmental print • Initial and medial short /u/ • Blend sounds to make CVC words

• Identify main points • Discuss road safety • Act out a story • Demonstrate road safety

• Forms of transport • Present simple tense (for daily routine)

• Form ‘Uu’ • Form short word • Guided sentences

21

Day and night

• Identify genre, title and author • Predict topic of poem • Sight read • Read poems aloud • Initial /f/ • Blend to make CVC words

• Recite poems • Rhyme • Express and compare opinions • Discuss stories, games and activities

• Antonyms

• Present simple tense (for habits)

• Form ‘Ff’ • Form short word • Draw and write caption

22

Where Shall • Predict topic from illustrations I Go? • Short sentences • Initial and final /g/ • Blend to make CVC words

• Identify main points • Identify characters • Interpret tone of voice • Retell and act out story

• Various from story

• Prepositions in, on, • Form ‘Gg’ • Form short words under, near • Draw and write alternative ending

23

Robot fun

• Identify text-type, title and author • Sight read • Read poem aloud • Initial /k/ • Blend to make CVC words

• Recite poem • Rhyme • Express opinions • Give and follow directions

• Various from poem • Imperatives for directions

Can Help 24 IYou

• Predict topic from illustrations • Identify character, setting and plot • Short sentences • Final /k/ • Sound out and blend

• Identify main points and put pictures in order • Retell story • Act out story • Talk about ability

• Various from story

• can/can’t (to describe ability)

25

• Recite poems • Identify text-type, title and • Compare poems author • Predict topic from illustrations • Develop a poem • Sight read • Blend to make CVC words • Alphabetical order (lower case)

• Verbs from poem

• Creole vs. Standard • Write poem (collaborative English writing) • Form ‘Vv’ and ‘Ww’ • Form short word • Initial letters of words

and 26 Ant bird

• Identify main points • Predict plot from illustrations • Identify characters, setting and • Retell story • Discuss missing text plot • Short sentences • Three-letter words • Alphabetical order (lower case)

• Synonyms

• A and an

27

• Identify characters and plot • Questions and answers • Decode CVC words • Alphabetical order (capitals)

• Household tasks

• Who will ...? I will/ • Draw a new scene and write won’t. Not me. speech bubbles • Form ‘Xx’, ‘Yy’ and ‘Zz’ • Three-letter words as labels

Looking back 2

19

• Form ‘Pp’

• Is/are • Here is the .../Here are the ...

• Plural ‘s’

• Form ‘Tt’

10

Simon Says

• Sight read • Initial and medial short /a/ • Blend sounds to make CVC words

• Follow instructions • Answer questions on an oral text • Role play story

• Classroom instructions

• Classroom commands (using imperatives)

• Form ‘Aa’ • Form three-letter word • Draw and describe (inventive spelling)

11

I like red

• Follow lines to solve a puzzle • Sight read • Initial and medial short /e/ • Blend sounds to make CVC words

• Answer questions on an oral text • Express preference (colours)

• Colours

• What colour is it?

It’s ...

• What colour do you like? I like ...

• Form ‘Ee’ • Form three-letter word • Complete a sentence

• Sight read • Short sentences • Initial /n/ • Blend sounds to make CVC words

• Sing a song • Describe what people are wearing

• Clothes and colours • Present continuous • Form ‘Nn’ tense (for actions • Form three-letter word and am/is/are • Draw and describe (inventive spelling) wearing)

• Short sentences • Sight read • Initial /m/ • Blend sounds to make CVC words

• Sing a song • Recite poems • Rhyme

Term 2

A big red hat

13

My body

14

The Old Cat • Predict content from illustrations • Sight read • Short sentences • Initial /h/ • Blend sounds to make CVC words

• Antonyms • Identify main points • Various from story • Identify characters • Retell story • Dramatise story • Develop alternative ending for a story

Look! Look! • Predict content from illustrations • Sight read • Short sentences • Initial a and medial short /o/ • Blend sounds to make CVC words

• Identify main points • Interpret tone of voice • Retell story • Compare stories • Describe position

15

iv

• Parts of body

• Various from story

• This is/these are

Term 3

Looking back 1

12

My breakfast

• Form ‘Bb’

• What’s this? What are they? It’s a …

They are …

Fishing

• Form ‘Mm’ • Form three-letter word • Label diagram

• Present continuous • Form ‘Hh’ • Form three-letter words tense (questions • Draw and write about ending of and answers) story

• Prepositions in, on, • Form ‘Oo’ • Form three-letter words under • Draw and describe pets

Working with words

Grammar

• Wavy lines

4

• Classroom objects and people

Scope and sequence

Little red hen

• Identify main points, and put pictures in order • Retell story • Act out story • Ask for help, and respond

• Draw and write alliterative phrases • Form ‘Ll’ • Form short word

• Form ‘Cc’ and ‘Kk’ • Illustrate and write new verse for poem

• Form ‘ck’ • Form short words • Illustrate and write sentence about a favourite story

• Complete the story (speech bubble and caption) • Form ‘Jj’ and ‘Qq’

Looking back 3

v

Contents Published by Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE. www.pearsoncaribbean.com The right of Nick Coates to be identified as the author of this Work has been asserted by him in accordance with the Copyright, Designs and Patents Act, 1988.

All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a license issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London ECIN 8TS (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed to the publisher.

First published 2013 20 19 18 17 16 15 14 13 IMP 10 9 8 7 6 5 4 3 2 1 ISBN: 978-1-4479-0548-6 Text © Pearson Education Ltd 2013 Edited by Anna Woodford Designed by Amanda Easter Cover illustration by Andy Elkerton (Sylvie Poggio) Cover illustration © Pearson Education Ltd 2013 Printed in Malaysia Acknowledgements The author and publisher would like to thank the following individuals and organisations for permission to reproduce photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Getty Images: Elisabeth Pollaert Smith 13t

Every effort has been made to contact copyright holders of material reproduced in this book.

Any omissions will be rectified in subsequent printings if notice is given to the publishers.

We are grateful to the following for permission to reproduce copyright material: The poem ‘New Day’ from The Very Best of Ian McMillan, Macmillan (Ian McMillan, 2001) copyright © Ian McMillan; The poem from ‘Here comes the robot’ by Michael Rosen, from Early Years Poems & Rhymes, Scholastic (compiled by Jill Bennett, 1993) p.169. Reproduced by permission of United Agents Ltd; The poem ‘Pullin’ Seine’ by Lynn Joseph, from Coconut Kind of Day: Island Poems, (edited by John Agard & Grace Nichols, 1990) copyright © 1990 by Lynn Joseph. Used by permission of HarperCollins Publishers. ‘Full Moon’ by Odette Thomas.

In some instances we have been unable to trace the owners of copyright material, and we would appreciate any information that would enable us to do so.

Contents

Five pigeon peas

Scope and sequence

iv

Language strategy

vi

Introduction

x

Using Level K Approaching work Teaching techniques

1 2 3 4 5 6 7 8 9

xiv xvi xviii

Abi and Cal

1

Good morning

5

About me

9

Pigeon peas

13

Making friends

17

Listen

21

Little monkeys

25

Is it different?

29

Here is the Turtle

33

Looking back 1

37

10 11 12 13 14 15 16 17 18

Simon Says

41

I like red

45

A big red hat

49

My body

53

The Old Cat

57

Look! Look!

61

To market

65

Playtime

69

Hands up

73

Looking back 2

77

19 20 21 22 23 24 25 26 27

My breakfast

81

Road Safety

85

Day and night

89

Where Shall I Go?

93

Robot fun

97

I Can Help You

101

Fishing

105

Ant and bird

109

Little red hen

113

Looking back 3

117

Extracts

121

iii

Introduction Welcome to the Stepping Stones series. This pan-Caribbean primary literacy course develops skills across the Language Arts, so that upon completion of the series students should be equipped with the speaking, listening, reading and writing skills that they need in order to have the best chance of success in their primary exit exam and beyond.

Introduction Student Books Levels 2 – 6 are full colour, reusable student books. Students are expected to write their answers to questions in the Student Books in their exercise books. This approach develops their ability to work from multiple books at once.

How was the series developed?

We wanted to ensure that the material we created worked in your classrooms. We trialled sample material in schools across Trinidad and the Eastern Caribbean for use during Language Arts lessons to see how the content worked in practice. We developed it following feedback, and then tried it out again in schools, so that we could develop it some more. We spoke to educators including teachers, teacher trainers, ministries and researchers. And of course, we spoke to students.

The series has multiple components designed to teach the Language Arts through a variety of methods. These include:

4

The Discovery

Working with words Choosing words carefully

Write- in Workbooks

The author describes the setting so that we can imagine what it is like. Sometimes, the author uses the senses to help us to picture the setting.

Levels K and 1 are full colour workbooks that integrate all areas of the Language Arts. They are designed to be write-in resources so that students can develop their penmanship skills through activities such as ‘trace and write’.

1

Read the story The Discovery again and write words that describe the setting in your exercise book.

2 Write the definition next to each word.

3 Use a dictionary to help you if you aren’t sure what a word means.

Grammar Simple sentences A verb is a doing word.

A sentence must have a verb.

Simple sentences have a subject and a verb.

The subject is the person or thing doing the action.

Past tense Stories are usually written in the past tense because they are about something that has already happened.

2 Janelle has started to write a story but she is finding it hard to write in the past tense. Can you help her by changing the verbs that are shown in bold into the past tense?

The dog runs down the beach and barks at the waves.

“Come back!” Nathaniel shouts.

The dog turns towards him and wags its tail.

Nathaniel walks up to the dog and clips the lead on to its collar.

“Right, we’re going home,” Nathaniel says. The pair walk back up the beach and head for home.

Joseph ran along the beach.

Joseph is the subject. Ran is the verb.

A singular subject needs a singular verb: He plays football.

A plural subject needs a plural verb: They are playing football.

1

Write out these sentences, choosing the correct verb. a) b) c) d) e)

21

x 9781447905486_STST_PREL_rev.indd 10-11

The cat (sleep/sleeps) in the sunshine.

They (go/goes) to the beach.

The old men (sits/sit) on the bench.

It (rains/rain) every afternoon.

The sun (shines/shine) all day.

Regular and irregular verbs To make the past tense, we usually add –ed to the verb. These are regular verbs.

Call becomes called.

When a verb ends in a single consonant, we double the last letter before adding –ed.

Stop becomes stopped.

If a verb ends in y, we change this to i before adding –ed.

Hurry becomes hurried.

Sometimes, we change the verb completely. These are irregular verbs.

Run becomes ran.

Bend becomes bent.

22

xi 23/01/2013 16:50

Introduction Welcome to the Stepping Stones series. This pan-Caribbean primary literacy course develops skills across the Language Arts, so that upon completion of the series students should be equipped with the speaking, listening, reading and writing skills that they need in order to have the best chance of success in their primary exit exam and beyond.

Introduction Student Books Levels 2 – 6 are full colour, reusable student books. Students are expected to write their answers to questions in the Student Books in their exercise books. This approach develops their ability to work from multiple books at once.

How was the series developed?

We wanted to ensure that the material we created worked in your classrooms. We trialled sample material in schools across Trinidad and the Eastern Caribbean for use during Language Arts lessons to see how the content worked in practice. We developed it following feedback, and then tried it out again in schools, so that we could develop it some more. We spoke to educators including teachers, teacher trainers, ministries and researchers. And of course, we spoke to students.

The series has multiple components designed to teach the Language Arts through a variety of methods. These include:

4

The Discovery

Working with words Choosing words carefully

Write- in Workbooks

The author describes the setting so that we can imagine what it is like. Sometimes, the author uses the senses to help us to picture the setting.

Levels K and 1 are full colour workbooks that integrate all areas of the Language Arts. They are designed to be write-in resources so that students can develop their penmanship skills through activities such as ‘trace and write’.

1

Read the story The Discovery again and write words that describe the setting in your exercise book.

2 Write the definition next to each word.

3 Use a dictionary to help you if you aren’t sure what a word means.

Grammar Simple sentences A verb is a doing word.

A sentence must have a verb.

Simple sentences have a subject and a verb.

The subject is the person or thing doing the action.

Past tense Stories are usually written in the past tense because they are about something that has already happened.

2 Janelle has started to write a story but she is finding it hard to write in the past tense. Can you help her by changing the verbs that are shown in bold into the past tense?

The dog runs down the beach and barks at the waves.

“Come back!” Nathaniel shouts.

The dog turns towards him and wags its tail.

Nathaniel walks up to the dog and clips the lead on to its collar.

“Right, we’re going home,” Nathaniel says. The pair walk back up the beach and head for home.

Joseph ran along the beach.

Joseph is the subject. Ran is the verb.

A singular subject needs a singular verb: He plays football.

A plural subject needs a plural verb: They are playing football.

1

Write out these sentences, choosing the correct verb. a) b) c) d) e)

21

x 9781447905486_STST_PREL_rev.indd 10-11

The cat (sleep/sleeps) in the sunshine.

They (go/goes) to the beach.

The old men (sits/sit) on the bench.

It (rains/rain) every afternoon.

The sun (shines/shine) all day.

Regular and irregular verbs To make the past tense, we usually add –ed to the verb. These are regular verbs.

Call becomes called.

When a verb ends in a single consonant, we double the last letter before adding –ed.

Stop becomes stopped.

If a verb ends in y, we change this to i before adding –ed.

Hurry becomes hurried.

Sometimes, we change the verb completely. These are irregular verbs.

Run becomes ran.

Bend becomes bent.

22

xi 23/01/2013 16:50

Introduction

Introduction

Teacher Handbooks

Anthologies

The Teacher Handbooks underpin all of the components of the course and give the classroom teacher sample lesson plans and advice on integrating the additional reading components into lessons.

Each double-page spread contains a smaller version of the Student Book pages, with annotated lesson plans around these, so that the teacher only needs access to one book for instruction.

Levels 3 – 6 of the course are accompanied by anthologies. These can be used for additional reading practice. There are no comprehension activities in the anthologies as they have been designed to promote reading for pleasure. However, the teacher handbooks for these levels contain additional teaching and assessment ideas relating to the anthology should these be required for class work.

6

6 Listen

Listen

Listen

Listen

1 Guide students to find page 17 in the usual way. Look at the pictures on the left and elicit the names of the animals.

Ask: What is it? and elicit answers using It’s a ... . Use technique 1 on page xviii to move to pair practice.

2 Introduce talking about more than one of an item (plurals) by using some common classroom objects. Hold up a pencil and say: This is a pencil.

Then hold up a few pencils and say: These are pencils. Repeat with other objects. Do some repetition practice – emphasise the final ‘s’. Explain that when we are talking about more than one item we use ‘s’ at the end (this may be difficult if the students are used to other ways of expressing plurals in their dialect or Creole).

3 Now introduce the groups of animals on the right of the page. Point to each in turn and say: They are dogs/cats, etc.

4 Do repetition practice with the sentences – emphasise the final ‘s’. Then introduce the question What are they? as you point to each group. Use technique 1 on page xviii again to lead into pair practice.

Match the animals

match individual items to group: sight read: initial /s/

Draw lines from left to right.

name animals: match animals and noises: perform story: sing a song animals

cows

dog

They are ... : plurals with ‘s’

form letters ‘Ss’

goats

cat Lesson 1 By the end of this lesson, students should be able to: • identify animals in a picture to show comprehension of an oral text • name some animals • identify the sounds of some animals and associate them with their origin.

Teaching aids: Student Book page 16.

1 Guide students to find page 16 in the usual way. Look at the picture and elicit/teach the names of the animals.

Tell them to point to the dog, cat, etc.

Make sure they know the word farmer.

2 Elicit the sounds some of the animals make.

3 Read the text Listen to the Animals (page 124). Tell students to listen carefully to the story as they look at the picture. Tell them to point to the appropriate animal for each part of the story. Stop after each stage and check the students are pointing to the correct animal. Let them make the sound.

4 Read the story again slowly several times and encourage the students to join in with the repetition and the sounds.

cow

hens

goat

dogs

hen

cats

16

Lesson 2 By the end of this lesson, students should be able to: • act out the story • sing a song.

Teaching aids: Student Book page 16.

1 Divide up the class into six groups and give them the part of one of the animals each. Read through the story again, pausing for the groups to make the animal noises. Play the part of the farmer yourself.

2 Work with groups of six students with them playing the part of one animal each. Act out the story with ‘snake’ behind you.

17

3 Teach the song Old MacDonald’s Farm (page 125). Start with the names of the animals from the story but add others that the students might suggest or know, e.g. duck: “quack, quack”.

Lesson 3 By the end of this lesson, students should be able to: • talk about more than one item using They are …

• use final ‘s’ to indicate plurals.

Teaching aids: Student Book page 17.

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Introduction

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Introduction

Introduction

Teacher Handbooks

Anthologies

The Teacher Handbooks underpin all of the components of the course and give the classroom teacher sample lesson plans and advice on integrating the additional reading components into lessons.

Each double-page spread contains a smaller version of the Student Book pages, with annotated lesson plans around these, so that the teacher only needs access to one book for instruction.

Levels 3 – 6 of the course are accompanied by anthologies. These can be used for additional reading practice. There are no comprehension activities in the anthologies as they have been designed to promote reading for pleasure. However, the teacher handbooks for these levels contain additional teaching and assessment ideas relating to the anthology should these be required for class work.

6

6 Listen

Listen

Listen

Listen

1 Guide students to find page 17 in the usual way. Look at the pictures on the left and elicit the names of the animals.

Ask: What is it? and elicit answers using It’s a ... . Use technique 1 on page xviii to move to pair practice.

2 Introduce talking about more than one of an item (plurals) by using some common classroom objects. Hold up a pencil and say: This is a pencil.

Then hold up a few pencils and say: These are pencils. Repeat with other objects. Do some repetition practice – emphasise the final ‘s’. Explain that when we are talking about more than one item we use ‘s’ at the end (this may be difficult if the students are used to other ways of expressing plurals in their dialect or Creole).

3 Now introduce the groups of animals on the right of the page. Point to each in turn and say: They are dogs/cats, etc.

4 Do repetition practice with the sentences – emphasise the final ‘s’. Then introduce the question What are they? as you point to each group. Use technique 1 on page xviii again to lead into pair practice.

Match the animals

match individual items to group: sight read: initial /s/

Draw lines from left to right.

name animals: match animals and noises: perform story: sing a song animals

cows

dog

They are ... : plurals with ‘s’

form letters ‘Ss’

goats

cat Lesson 1 By the end of this lesson, students should be able to: • identify animals in a picture to show comprehension of an oral text • name some animals • identify the sounds of some animals and associate them with their origin.

Teaching aids: Student Book page 16.

1 Guide students to find page 16 in the usual way. Look at the picture and elicit/teach the names of the animals.

Tell them to point to the dog, cat, etc.

Make sure they know the word farmer.

2 Elicit the sounds some of the animals make.

3 Read the text Listen to the Animals (page 124). Tell students to listen carefully to the story as they look at the picture. Tell them to point to the appropriate animal for each part of the story. Stop after each stage and check the students are pointing to the correct animal. Let them make the sound.

4 Read the story again slowly several times and encourage the students to join in with the repetition and the sounds.

cow

hens

goat

dogs

hen

cats

16

Lesson 2 By the end of this lesson, students should be able to: • act out the story • sing a song.

Teaching aids: Student Book page 16.

1 Divide up the class into six groups and give them the part of one of the animals each. Read through the story again, pausing for the groups to make the animal noises. Play the part of the farmer yourself.

2 Work with groups of six students with them playing the part of one animal each. Act out the story with ‘snake’ behind you.

17

3 Teach the song Old MacDonald’s Farm (page 125). Start with the names of the animals from the story but add others that the students might suggest or know, e.g. duck: “quack, quack”.

Lesson 3 By the end of this lesson, students should be able to: • talk about more than one item using They are …

• use final ‘s’ to indicate plurals.

Teaching aids: Student Book page 17.

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Introduction

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22 13

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Introduction

Introduction

Readers

Web-based resources

A six-levelled structured reading programme sits alongside the first three grade levels of the series (K–2). We recommend that the typical student progress through two colour bands per grade level, but the reading programme has been designed so that students can progress through the levels at their own pace, according to their ability, so it may be used as a tool in intervention programmes.

There are ten different readers at every level, which are a mix of non-fiction, fiction and phonics titles. Each level has strictly controlled vocabulary and grammatical structures to enable students to build up their reading skills gradually and progressively as they work through the series.

Assessment for each grade level can be found on our website (http://caribbean.pearson.com/ steppingstones). Here you will also find some teaching tips and resources for teaching literacy using Creole, which have been developed by regional linguists.

Just log in using the following details:

BLUE LEVEL

An integrated primary literacy and language arts course for the Caribbean

RED LEVEL

Bananas for Break fast

eracy and e Caribbean

Code: pskyp

GREEN LEVEL

e eggs?

Th e

ry literacy and An integrated primafor the Caribbean e language arts cours

W ha le in

Well The Whale in the in a well.

A whale is trapped out?

How does she get

se ies, amme.

Username: gkwalk

Kofi wants bananas for breakfast, so he takes some from Efia’s tree. When Efia finds out, she deci des to teach him a lesson.

Ma ure en Ha sel hurst Andrew Sel by

t he

W e ll

Stepping Stones is a literacy and language arts series Caribbean children. The designed specifically course includes student for books, teacher handbo anthologies, interactive oks, web support and a levelled reading programme.

There are 10 readers in the blue level. To see the complete list readers and a structur of e map of the series, visit our website: http://caribbean.pears on.com/steppingstones

ean

www.pearson.com/caribb

lete our s

www.pearson.com/c

aribbean

Jane Langford

Michael Reid

Stepping Stones components

CVR_SSBB_REA_05CAR_04

17/12/2012 14:19

16_CVR.indd 2

03/01/2013 09:24

ORANGE LEVEL

racy and Caribbean

for designed specifically and language arts series oks, Stepping Stones is a literacy books, teacher handbo course includes student reading programme.

Caribbean children. The web support and a levelled anthologies, interactive of see the complete list in the green level. To There are 10 readers our website: e map of the series, visit readers and a structur on.com/steppingstones http://caribbean.pears

Stepping Stones Student Book

An integrated primary literacy and language arts course for the Caribbean

Amazing Whales

CVR_SSWW_REA_0

Stepping Stones Reading Support

Barbados

OECS*

Trinidad and Tobago

Jamaica

Red and Orange level readers

Reception

Kindergarten

Infant 1

Kindergarten

1

Yellow and Green level readers

Infant A

Grade 1

Infant 2

Grade 1

2

Blue and Purple level readers

Infant B

Grade 2

Standard 1

Grade 2

3

Anthology One

Class 1

Grade 3

Standard 2

Grade 3

4

Anthology Two

Class 2

Grade 4

Standard 3

Grade 4

5

Anthology Three

Class 3

Grade 5

Standard 4

Grade 5

6

Anthology Four

Class 4

Grade 6

Standard 5

Grade 6

02/01/2013 15:14

Whales are the bigg est, heaviest and loudest animals in the ocean. What else can we find out abo ut whales?

or the ?

e es, mme.

PURPLE LEVEL

aribbean

www.pearson.com/c

2 4CAR_8246_CVR.indd

The following chart can be used as a guide to selecting the correct Stepping Stones components for use in your classrooms:

K

YELLOW LEVEL An integrated primary literacy and language arts course for the Caribbea n

Looking at materia ls

ean

Alison Hawes

Look at the animals in this book.

Can you find out wh at they are made of?

www.pearson.com/caribb

son Sue Davis and Jeni Wil

mplete r

20/12/2012 11:07

Stepping Stones is a literac y and language arts series designed specifically for Caribbean childre n. The course includes student books , teacher handbooks, anthologies, interactive web suppo rt and a levelled readin g programme.

There are 10 readers in the yellow level. To see the complete list of readers and a structu re map of the series, visit our website: http://caribb ean.pearson.com/stepping stones

Stepping Stones is a literacy and language arts series Caribbean children. The designed specifically course includes student for books, teacher handbo anthologies, interactive oks, web support and a levelled reading programme.

There are 10 readers in the purple level. To see the complete list readers and a structur of e map of the series, visit our website: http://caribbean.pears on.com/steppingstones

www.pearson.com/c

aribbean

Jillian Powell

CVR_SSAW_REA_05CAR_57

65_CVR.indd 2

www.pearson.com/caribb

ean

03/01/2013 13:19

* OECS includes the following territories: Anguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, Montserrat, St kitts & Nevis, St Lucia, St Vincent & the Grenadines.

CVR_SSLM_REA_03CAR

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17/12/2012 15:55

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xv 23/01/2013 16:50

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Stepping Stones is a complete literacy and language arts series designed specifically for Caribbean children. The course includes: • seven levels of student books and teacher handbooks that provide complete primary curriculum coverage.

• four anthologies to provide extra reading practice for the top four levels of the course.

• a six-levelled structured reading programme to support children learning to read.

• interactive digital support.

An integrated primary literacy and language arts course for the Caribbean

acher te

TEACHER HANDBOOK K

Stepping Stones Teacher Handbook K

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acher te

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An integrated primary literacy and language arts course for the Caribbean

TEACHER HANDBOOK K

This handbook contains reduced pages of the student book for easy reference together with suggested lesson plans, additional stimulus for topics and assessment support.

Additional assessment options and a full structure map of the Stepping Stones series are available via our website: http://caribbean.pearson.com/stepping stones Which Stepping Stones products should I be using in my classroom?

Stepping Stones Student Book

Stepping Stones Reading Support

Barbados

Trinidad and Tobago

Jamaica

K

Red and Orange level readers

Reception

Kindergarten

Infant 1

Kindergarten

1

Yellow and Green level readers

Infant A

Grade 1

Infant 2

Grade 1

2

Blue and Purple level readers

Infant B

Grade 2

Standard 1

Grade 2

3

Anthology One

Class 1

Grade 3

Standard 2

Grade 3

4

Anthology Two

Class 2

Grade 4

Standard 3

Grade 4

5

Anthology Three

Class 3

Grade 5

Standard 4

Grade 5

6

Anthology Four

Class 4

Grade 6

Standard 5

Grade 6

OECS*

* OECS includes the following territories: Anguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, Montserrat, St Kitts & Nevis, St Lucia, St Vincent & the Grenadines.

www.pearson.com/caribbean

Nick Coates